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The Department for Education has conducted in-house analysis examining the impact of the use of digital technologies on academic standards such as reading, but has not specifically focused on overuse. International evidence shows mixed findings of the impact on standards, for example:
Twist et al. (2007) report finding a negative association between the amount of time children spent reading stories and articles on the internet and reading achievement in most countries in PIRLS (Progress in International Reading Literacy Study) data.
In contrast, the Scottish Executive (2004), in their analysis of data for Scotland from PISA (the Programme for International Student Assessment), found that those reading from the internet score well in reading assessments, and PISA reports that children who are extensively engaged in online reading activities are generally found to be more proficient readers (OECD, 2010).
OECD (2010) PISA 2009 Results: Executive Summary
Scottish Executive (2004). Programme for International Student Assessment 2000—Scotland Analysis. Statistics Publication Notice: Education Series.